Learning @ Lovejoy 2015

9th Annual

Learning @ LovejoyJuly 27 - August 7, 2015

They Are All Our Kids!

Learning @ Lovejoy9th Annual Conference

Providing Excellence in Professional Development

We invite you to join us for our 9th annual Learning @ Lovejoy professional development experience. Learning @ Lovejoy is dedicated to providing engaging professional learning that will make a real difference in the lives of the students that we serve. We encourage participation from educators in both public and private settings as we believe that they are all our kids.

Our national conference week will open with Angela Maiers, founder of Choose2Matter, a global movement that challenges and inspires students to work collaboratively to develop innovative solutions to social problems. Please join us as we explore the numerous opportunities in which educators may Choose2Matter.

We hope that you will make Learning @ Lovejoy part of your summer professional development plans. Our conference team has worked diligently to provide you with exceptional learning and collaborative opportunities. Please feel free to contact our conference team members if we may be of any assistance.

Dennis MuizersDeputy Superintendent, Lovejoy ISD

Learning @ Lovejoy 2015

Angela Maiers

Choose2Matter challenges and inspires people to work collaboratively to develop innovative solutions to social problems. Students have boundless energy and enthusiasm for taking action. However, they lack real-world savvy and the know-how to find authoritative and comprehensive information about a problem and devise a solution. Students want adults to notice their efforts and need them to provide guidance. Today’s students expect to do good, while doing well. They want to examine and explore topics that break their heart and take action.

This workshop will show teachers how to help create a process in which:

• Studentslearnthattheymatter,thateverypersonhasauniquegenius,andthattheworldneedstheircontribution

• Students explore what matters most to them and what breaks their heart about it, and becomeempoweredtoactonit

• Studentswork collaboratively to develop empathetic and innovative solutions to bring about socialchangelocally,nationally,andglobally

• Studentsconnectinreal-timetomentorsintheworldandworkforcecommunity• Studentsgrowintotheirnewroleasleadersandenginesforsocialchange• Thereisonlyonerule:BeBrave

Angela Maiers is a pioneer in digital literacy and education technologies. An award-winning educator, author, and speaker known for her work in education leadership and innovation, Angela works tirelessly to bring compassion-driven learning to classrooms around the world. As a social media evangelist and consultant, she helps learners and leaders understand the transformative power of technology. Her powerful message and down-to-earth style has made her a highly sought-after keynote speaker for education conferences, corporate events and innovation summits. Angela is the founder of Choose2Matter, a global movement that challenges and inspires students to work collaboratively to develop innovative solutions to social problems. She has also authored six books, including ClassroomHabitudes and ThePassion-DrivenClassroom, which introduced the concept of “Genius Hour” in education. Her “You Matter” talk at TEDxDesMoines has been viewed several hundred thousand times and was the impetus for Choose2Matter. Angela spent 14 years teaching elementary school in Des Moines, IA, and 10 years as a literacy coach, special programs facilitator, and university professor. She is an alumnus of The University of Iowa, where she earned her Masters in Educational Supervision and Reading. Blog: angelamaiers.com Twitter @angelamaiers

Choose2MatterMonday, July 27, 20158:30 a.m. to 3:30 p.m.

Audience: K-12


Robyn Jackson

We can all agree that rigor is important, but how do you consistently get students to think rigorously without killing them or yourself in the process? Learn how during this interactive morning session. You’ll discover once and for all what rigor is (and what it isn’t), what it should look like, and how to help students do the “cognitive heavy lifting” in the classroom. And you’ll leave with a blueprint for how you can make rigor happen in your classroom.

Dr. Robyn R. Jackson is passionate about the profession of teaching. She helps teachers andadministrators understand the principles of mastery teaching and shows them how to apply theseprinciples in order to help every student succeed. As a former high school English teacher and middleschool administrator, she refined these principles on her own journey to become a master teacher.As a best-selling author, internationally recognized keynote speaker, and professional developer, sheprovides step-by-step advice and strategies on how to use these same principles to become or helpothers become master teachers. Because she believes that every child deserves a master teacherand that any teacher can become a master teacher with the right kind of support and practice, shestarted Mindsteps™ Inc., a professional development firm located in Washington, D.C. to provide theright kind of practice for teachers and the administrators who lead them. She doesn’t just want tochange how we teach; Dr. Jackson wants to change the way that we think about teaching.

Rigor Without Rigor Mortis

Tuesday, July 28, 20158:30 a.m. to 11:30 a.m.

Audience: K-12


Ray Levy

Want to know the single biggest factor in getting your students motivated to learn? Research has repeatedly shown that when students have a good connection to their teacher, learning tends to thrive. But these kids don’t make it easy for teachers to bond to, nor do they show much motivation.

Dr. Levy will talk about simple techniques to help that ‘connectedness’ with your kids and adolescents in the classroom. In addition, he will review a strategy to motivate students to put forth effort when they would normally put in the ‘least possible effort.’

Dr. Levy is a nationally recognized authority on the treatment of defiant and unmotivated children and adolescents. He is widely acclaimed for his practical and effective strategies that educators find useful. He has appeared on numerous television and radio programs, and is a popular speaker who regularly presents entertaining workshops on a national level. Dr. Levy has co-authored the book Try and Make Me! and Light Their Fire: Motivating Difficult Students in the Classroom, in addition to several audio CD’s, numerous articles and chapters related to understanding and managing difficult, anxious, and explosive children and adolescents.

Motivating Those Difficult, High Maintenance Students

Tuesday, July 28, 201512:30 p.m. to 3:30 p.m.

Audience: K-12


Todd Whitthorne

Join Todd Whitthorne for an energy-packed presentation designed to educate and motivate you about the power of prevention. You’ll learn exactly what is needed in terms of exercise, diet, sleep, and supplementation to maximize your health AND you’ll be surprised to learn it’s not nearly as tough as you might expect. Todd’s comprehensive health and wellness background will help you separate fact from fiction when it comes to the specific steps needed to improve your personal and professional performance.

Todd Whitthorne’s goal is simple – help individuals and organizations improve the quality of their life. He firmly believes that embracing healthy behaviors positively impacts all areas of performance, both personally and professionally. Whether he’s speaking to small groups of students or auditoriums packed with corporate executives, Todd’s gift of communication delivers an empowering combination of education and motivation. Whitthorne is a nationally recognized health and wellness speaker and is frequently invited to present at conferences and events for audiences ranging from corporate to non-profit on topics such as healthy living, fitness, and corporate wellness.

As president of ACAP Health Consulting, he guides the company’s product development, marketing and sales, and client consulting strategies in health and corporate wellness. Prior to joining ACAP Health, Whitthorne spent 14 years as president and CEO of Cooper Concepts, Inc., a division of the Cooper Aerobics Center in Dallas, where he assisted organizations in developing strategies to increase employee health and productivity and decrease healthcare related costs. In addition, Whitthorne directed the in-residence behavior modification program and the Cooper Complete nutritional supplement line.

Whitthorne is an award-winning broadcaster who, for eight years, was the executive producer and host of Healthy Living with Dr. Ken Cooper, a nationally syndicated weekly radio program heard in 42 cities across the United States. He won multiple awards including an Emmy and a Katie while working at the ABC affiliate in Dallas. Todd still stays involved in television and since 2005, has served as the television host for the Dallas Marathon and the Dallas YMCA Turkey Trot.

Whitthorne holds a Bachelor of Science in Kinesiology with an emphasis in exercise physiology from UCLA. He is dedicated to helping people live better and longer through proper exercise, nutrition, stress management, sleep and supplements. In constant pursuit of ways to enhance and share his knowledge of health and corporate wellness, Whitthorne is a member of the International Association for Worksite Health Promotion (IAWHP), the American College of Sports Medicine, and Vistage International.

On a personal level, Todd enjoys most outdoor activities, having completed multiple marathons, half-marathons, and sprint triathlons. He’s run the Boston Marathon, rafted Class V rapids in Costa Rica, and recently reached the summit of Mt. Kilimanjaro with his son and nephew. Todd lives in the Dallas suburb of Coppell, Texas with his wife, Kathy. They have two grown children, Lauren and Andrew, both of whom live in Texas.

Healthy Living: Your Links to Personal and

Professional Success!Tuesday, July 28, 2015

12:30 p.m. to 3:30 p.m.Audience: Coaches, Nurses and Health Educators


Anne Davies and Sandra Herbst

Student learning and achievement are enhanced when assessment is used in the service of learning. Research is clear. What teachers do makes a difference. What counts? Understanding quality, having clear criteria, and having “gobs and gobs” of specific descriptive feedback makes a huge difference for all of our learners no matter how successful they are or how much they might struggle.

In this session you will learn the ‘why, what, when and how’ of co-constructing criteria with even the youngest learners in ways that lead to increased learning, engagement, and self-regulation. Lots of practical, powerful, and possible ideas will be shared to help you use assessment in ways that support self-management and executive functioning skills without becoming ‘busy work.’ Classroom video clips, photographs and classroom accounts from kindergarten to sixth grade will support learning and understanding. Participants will have opportunities to work with colleagues, reflect on their own practice, and leave with practical strategies to adapt for their classroom context.

We will…• Considerwaystoco-constructcriteriawithdifferentstartingpoints• Considerpracticalways toengage learners in selfandpeerassessment that supports learning (and

doesn’twastevaluabletime)• Considerwaysstudentscancommunicateevidenceoftheirlearningtoothers• Considerwaystogiveformativefeedback(withoutmarksorgrades),whileinvolvingalllearnersinthe

assessmentprocess• Havetimetoreflect,shareideaswithcolleagues,andaddtoyourassessmentplanfortheupcoming

year

As a noted international authority on assessment for learning, Anne Davies’ mission is to prepare all learners for their future using assessment for learning. Her passion is to support education systems, districts, and schools as they seek to learn and improve using assessment in the service of learning. She applies her expert knowledge of developing quality classroom and leadership assessment practices in her continued genuine care and commitment to support educators in the important difference they make every day toward increasing the possibilities of learning for all students.

Sandra Herbst is a noted system leader, author, speaker, coach, consultant, and educator with extensive experience in assessment, leadership, and adult learning. Sandra’s expertise, informed by wide-ranging practice and research, is enhanced by her compassion and humor. She has worked in both elementary and secondary schools as a classroom and speciality teacher, school admininistrator, and program consultant.

Using Classroom Assessment in the Service of Learning

Wednesday, July 29, 20158:30 a.m. to 3:30 p.m.

Audience: K-6


Jane Pollock

Learn the research-based instructional strategies that have positive effects on student learning as outlined in Classroom Instruction that Works by Robert Marzano, Debra Pickering, and Jane Pollock.

Participants will:• Learn research-based instructional strategies that have the highest probability of enhancing

student achievement • Understand different types of knowledge, procedural and declarative, and how they are

learned differently and should be taught differently • Learn to match the instructional strategies with the different kinds of knowledge• Learn to sequence instructional strategies in lesson planning

Jane E. Pollock, Ph.D., a former ESL and general education classroom teacher, also worked as a school

administrator and for a research laboratory; she specializes in teaching and supervising learning. A frequent

presenter and keynote speaker at national and international conferences, Janie teaches classroom teachers

practical methods to apply contemporary research to make gains in the classroom and on external tests.

She is the author of Improving Student Learning One Teacher at a Time, Feedback: The Hinge-Factor that

Joins Teaching and Learning, i5: Teaching Thinking, Teaching Innovation. She is the co-author of Dimensions

of Learning: Teacher’s Manual, Dimensions of Learning: Trainer’s Manual, Assessment, Grading and Record

Keeping, Classroom InstructionThat Works, Improving Student Learning One Principal at a Time and Minding

the Achievement Gap One Classroom at a Time. Dr. Pollock is an adjunct faculty member for the Association

for Supervision and Curriculum Development. A native of Caracas, Venezuela, Dr. Pollock earned degrees at

the University of Colorado and Duke University.

Classroom Instruction That Works


Audience: 7-12


Cary Scott

In this engaging session, attendees will gain insight about how the following types of trauma impact students’ lives and their brain development:

• Relational trauma • Betrayal trauma • Cumulative trauma

Children experience trauma in ways that are often overlooked by adults. Learn how to facilitate an environment that fosters student success, despite the negative impact of trauma, through being trauma informed! Attendees will have an understanding of how different types of trauma impact student achievement and learn how to implement simple and manageable tools to approach students in a way that fosters their growth. Participants can anticipate leaving this session with a new perspective on approaching students in K-12.

Cary Scott is a graduate of Amberton University earning a master’s degree in Professional School Counseling and a master’s in Professional Counseling. She began her journey at Texas A&M University Commerce as an education major specializing in early childhood education. After completing a Bachelor of Science, she went on to receive a Bachelor of Arts majoring in English. Cary served as a high school English teacher for 12 years and discovered the joy and fulfillment of working with teens and their parents. Through her various roles in the school system she gained significant insight to the needs of kids and their families. She went onto explore ways she could impact lives on a more personal level through her graduate studies in counseling. Cary has experienced work with a diverse population in the mental health field. She started as a therapist in an acute care adult psychiatric facility where she worked with patients dealing with severe mental illnesses. These patients were often impoverished and frequently homeless. This work countered her work as a co-facilitator of Phyllis Bisch’s “The Girls Group.” Here Cary supported adolescent girls through the many challenges of growing up and family dynamics. Following “The Girls Group,” she has gone on to work with internationally renowned clinician Dr. Colin Ross in his in-patient and out-patient adult trauma program in Dallas, Texas. This work has provided her with a strong knowledge base of the devastating effects of trauma and family dynamics. Today Cary is a certified trauma model therapist, certified school counselor, and licensed professional counselor. She has partnered with Vicki Moody and is Co-Founder and Co-Owner of Earthwalk Counseling. She has created and facilitates the Trauma Recovery Group for survivors of trauma.

A Trauma Informed Approach to Student Success

Wednesday, July 29, 20158:30 a.m. to 3:30 p.m.Audience: Counselors


Gayle McNurlen

This lab will provide instruc on in using and making templates, inser ng photos into the library, and other mesaving steps for use with the so ware. We will also spend me exploring the Share site where thousands of ready-made paper and interac ve ac vi es can be downloaded. There will be me to par cipate in a bookmaking ac vity using the mechanics of Boardmaker. Bring your student IEP’s to help develop materials during the session.

Gayle McNurlen is an assis ve technology and low incidence disabili es consultant at Region 10 Educa on Service Center. She is an occupa onal therapist by background. She has taught Boardmaker workshops in the region for over 10 years.

Session Closed Due to Full Registra on

Boardmaker Lab: Skills, Tips, and Tricks


Audience: Special Educa on

45 in 45 -

45 Engaging Ways to Increase

Instructional Efficacy

Courtney MannLearn about 45 applica ons to u lize in the classroom to increase student engagement, improve instruc on, and make your life as a teacher just a li le simpler. During the fi rst half of this session, each applica on will be introduced with a quick overview. Then you will spend the remaining me working with the applica ons that most interest you! Audience: 4-8

Based on the concept from Switch, co-authored by Learning @ Lovejoy 2013 presenter, Chip Heath, Lovejoy administrators iden fi ed teachers that have demonstrated successful eff orts that are worth emula ng. These eff orts are called “Bright Spots.” The administrators contacted the teachers or teams of teachers and iden fi ed strategies and ideas that they wanted them to share with others in a 90 minute “Bright Spot” session. We are excited to con nue this feature during Learning @ Lovejoy 2015 and are looking forward to the sharing of best prac ces and eff ec ve strategies that are happening in the classrooms at Lovejoy ISD.

Bright Spot Sessions - July 30, 2015

Academic Enrichment

Policies for Athletes

Ryan PriemJoin Ryan Priem for an in-depth look at the tutorial policy for athletes at Lovejoy High School. Audience: Coaches, Sponsors, and Directors of Extra-Curricular Student Groups


BrainSMART Teaching

in the Classroom

Diane DahlDiscover how the brain learns best and how to apply that knowledge to your classroom. Using the memorable SMART strategy: State, Meaning, A en on, Reten on, and Transfer, teachers will learn how to help their students achieve their highest poten al. Audience: K - 12

All Things Digital

Abigail VoorheesIt is me to take the Digital Age by the mouse and computer screen! This session will be fi lled with informa on to allow teachers to have fun with advanced computer so ware. A brief lesson in Adobe Photoshop and Illustrator with be the focus, as well as how students are using the so ware in current classes. Those present will have an opportunity to see how Abigail is using other digital devices and so ware to make her class more career focused for students and effi cient for teachers. Be prepared to leave with a be er understanding of Weebly, Photoshop, Hapara, Illustrator, and more! Audience: K - 12

Beyond the Bubble:

Technology and Student Assessment

Elizabeth Benno and Shawnea’ Jackson

Par cipants will learn how to use several technology resources for forma ve and summa ve assessments: Kahoot, Plickers, Google Forms, and Discovery Educa on. Audience: K - 4

Communicating Effectively With

Parents and Students Through

Blogs and Online Tutorials

Rebecca May and Courtney ClabornMany concepts today are taught much diff erently than in the past. Parents can become frustrated when trying to help their children at home. Online tutorials and blogs are great resources for both parents and students to u lize when away from school. They are amazing communica on tools. In this session you will see the diff erent blogs and tutorials used in Rebecca’s and Courtney’s classrooms, and how they could work for you. Audience: K - 12

Creative Writing in the

Primary Grades

Anne Bessinger and Monica Stelly

Join Anne, Lynn, and Monica in exploring the progression of student wri ng from kindergarten through second grade. Examples of student growth over me will be viewed and discussed. Wri ng genres will include narra ve, response (including le ers to authors), and informa onal. Audience: K - 2


Daily Writing in the Content Areas

Stephani Kranz, Mary Peterson, Rhonda Bernard, Carolyn Hicks, Jacie McDonald, and Cyndi Anderson

Daily Content-Area Wri ng shows teachers how to integrate wri ng into daily instruc on and use it as an authen c, engaging tool that will develop deeper content-area understanding, increase rigor, provide forma ve assessment opportuni es, and diff eren a on. Teachers will learn to make wri ng a me-saving valuable part of the instruc onal day and will share how they build content-area wri ng into their instruc onal day. Audience: K-6


Flexible Grouping in Mathematics

Courtney Alford and Carla Parker

Join Courtney and Carla as they share how they use data to meet the needs of all students through the use of fl exible grouping. By grouping students throughout the school day, teachers are able to reteach and enrich. Audience: K - 4

Differentiation For Our High

Achievers in the Regular Classroom

Dallena Nash

Learn a variety of ways to shake up your classroom to create a be er fi t for your more advanced learners. This will include Dr. Sandra Kaplan’s depth and complexity icons as well as novel enrichment and math ideas. Audience: K - 4

Defining the “E” in STEM Education

Brian Lidington, Chase Crocker, and Ian KeebleOutlining a ver cally integrated engineering program that reinforces topics in Mathema cs, Science, and Computer Science. Input from STEM teachers on topics will be welcomed and solicited in an open exchange of ideas. Robo cs and other Project Based Learning classes will be the bulk of the program. Audience: K - 12

I Didn’t Know That!:

Exploring Digital Tools to

Support Curriculum Needs

Emma McDonaldJoin this in-depth explora on of the diff erent digital database tools available through Lovejoy ISD to support student learning and enrichment. We will move beyond the surface level usage to discover the hidden gems within each resource. Audience: K - 12


Hudl 2

Jerry Quinton

This session will focus on video/data management. During this session we will cover data management and organiza on that can be specifi c to individual coaches. We will also show you how to use Hudl to make your fi lm review more effi cient. Audience: Coaches

Inclusion Support and

Modifications

Bridget Mitchell and Jve Kemp

This session will provide ps for ge ng the maximum benefi t from your inclusion para- professional. Faciltators will also address ways to modify the assignments to allow all students to par cipate. Audience: 7 - 12

Integrating Technology Into

the Content Areas

Alison SmithwickJoin members of Hart’s Technology Team as they share how K-4 teachers are integra ng technology throughout various content areas. Students are both consumers and producers when u lizing technology. Teachers will share how they have used technology for both purposes through research, daily assignments, classroom assessments, ongoing feedback, deepening student engagement, managing transi ons, and much more. Audience: K - 4

Learning in the Fast Lane -

Six Classroom Strategies to Put All

Students on the Road to Academic Success

Allyson PriceThe best chance learners have to achieve success is the fi rst me they go through a class or course. When a student fails to show mastery of concepts, and instruc on turns to remedia on, students’ hopes dim and their academic op ons start to narrow. Rather than slow children down, we need to enable them to grasp concepts more eff ec vely and place them securely in the fast lane with their peers. That all sounds great, but how do I do that? Learn six strategies from Learning in the Fast Lane: 8 Ways to Put ALL Students on the Road to Academic Success (authored by Suzy Pepper Rollins) to help you: •Use an accelerated learning approach to get all children moving in the right direc on •Make learning goals explicit to students •Improve vocabulary-academic and incidental •Tackle lack of mo va on •Build student self-effi cacy so they become ac ve, academically hopeful par cipants •Address skill gaps and build in ways for them to persevere when challenged. Audience: 3 - 8


Innovative Parent Communication

Tami Parker amd Ray CooperJoin your fellow teachers in exploring ways to keep the lines of communica on open between you and the parents of your students. Please be ready to share examples of how you communicate with parents of your students. Audience: 7 - 12

Mastery Learning Through Correctives -

The Path to Deeper Learning

Karyn Prince and Crystal Smith

Have you ever wondered, “Do correc ves really work?” In this experien al session, we will explore why correc ves can (and do!) really work in suppor ng students to achieve a deeper learning of the material. We will also provide a model of how to eff ec vely implement correc ves into your classroom. Audience: 7 - 12

Math Workshop in the Intermediate

and Middle School World

Miles Knight

Learn diff erent ways to facilitate your 90 minute block while keeping scholars engaged. Things you’ll see: Pre-Assessment, Self-Assessment, Diff eren a on, Mini Lessons, Elabora on, and Applica on. Audience: 5-8


Maximizing Learning Time

Cori Robarge and Stephanie Johnson

Join Cori and Stephanie as they share various strategies for transi oning, managing, and making sure children are on task throughout the day - keeping in mind we have a variety of learners in our classrooms. Audience: K - 4

Planning for Technology Integration

Kris n Dawson

Even the best-laid plans can go wrong when tech is involved. Technology integra on in the classroom doesn’t just “happen.” Purposeful planning can minimize “failed” lessons, but what does that look like? Teachers will be provided a process and tools to tweak an actual lesson or rework a unit to increase engagement, cogni ve demand, and plan proac vely for possible mishaps. Audience: K - 12

Teachers Using Technology for

Authentic Learning

Angie Carraway and Ryan RohlmeierAre you ready to let your technology work for you? Are you ready to see 21st century skills in ac on? Are you ready for authen c learning so your kids will really be engaged? Ryan and Angie have been crea ng and using assignments and everyday lessons starring Google Apps for Educa on along with other tech tools and they want to share them with you. Come and learn some ps, tricks, and do’s and don’ts! Audience: 4 -11


Team Websites

Laura Bishop-Rogers, Amy Snodgrass, and Ashley HeidLooking for a way to streamline parent and student communica ons and to increase student responsibility? It takes a small investment of me in the crea on of a Google Site, but only minutes to update it weekly. This session will show you how to create a personalized site that fi ts your class or your team. Addi onally, you will be given ps on how to link documents, videos and calendars, scan originals without endless trips to the copier, and other tricks that will give you back some of your me. Let our pilot year work to your advantage! Audience: K-12

Teamwork Makes the Dream Work

Chris Davidson, Sara Lindsey, and Amy Sco

Do you want to add a li le pizazz to your staff potluck? Would you like to incorporate some heart-stopping, balloon-popping fun into your team mee ng? Turn your frown upside down, and experience the fun for yourself. Hear more about how to create a campus culture commi ed to building rela onships that inspire teachers to con nue changing the world, one child at a me. Audience: K - 12

Technology and Assessment in the

Secondary Classroom

Pam Brooks

Technology resources allow for purposeful and effi cient summa ve and forma ve assessments. Par cipants will be introduced to tools like Plickers, EdPuzzle, Google Forms, etc. Audience: 7-12


Technology in the Math Classroom

Heather Lamb, Rachael Merrick, and Allison Youderian

The focus of this session will be on two diff erent programs (Desmos and EdPuzzle) and how they can be benefi cial and u lized in a math classroom. Desmos is a graphing applica on that is versa le and easy to use and apply to diff erent forms and types of equa ons. EdPuzzle is a great program to use if you would like to try a fl ipped classroom. There are other ways to u lize EdPuzzle; fl ipping the classroom is just one on which we will focus. Audience: 7 - 12

The Digital Frontier

Jennifer Perez

Digital integra on is a key component of our every day teaching and can be diffi cult for digital immigrants and digital na ves alike. Delving into the digital fron er can be fun and engaging for the student and teacher. We will take a look at current digital resources including the use and integra on of a digital only textbook. Audience: K - 12


Using the High Yield Strategy of

Cues, Questions and Advance

Organizers in the Classroom

Chris Mason, Melody Mozley, and Keith Chris anThis session will focus on the use of Cues, Ques ons, and Advance Organizers as an eff ec ve strategy for instruc on in diff erent content classrooms. Specifi cally, presenters will focus on how they have structured and implemented lessons to ensure the strategy contains the cri cal a ributes that research shows give the greatest probability for success. They will also share how using the strategy challenged students to think at high cogni ve levels. By using examples from diff erent disciplines, presenters will help par cipants be er understand how to plan and implement the strategy as a vehicle to learning in their classroom. Audience: 7 - 12

Turning Over the Math Thinking

to Students

Sandra DennisHow do you get students doing the thinking rather than just presen ng them with mathema cal rules to follow? This session will focus on how to increase cogni ve demand in students using ques oning that allows them to do the thinking and leads them toward their own discovery of math concepts. Audience: 3 - 8



Generating and Testing

Hypotheses in the Classroom

Seth Sartain, Courtney Todd, and Andrew Stallings

This session will focus on the use of Genera ng and Tes ng Hypotheses as an eff ec ve strategy for instruc on in diff erent content classrooms. Specifi cally, presenters will focus on how they have structured and implemented lessons to ensure the strategy contains the cri cal a ributes that research shows gives the greatest probability for success. They will also share how using the strategy challenged students to think at high cogni ve levels. By using examples from diff erent disciplines, presenters will help par cipants be er understand how to plan and implement the strategy as a vehicle to learning in their classroom. Audience: 7 - 12


Non-Linguistic Representation

in the Classroom

Sherria Bracey and Randy Brooks

This session will focus on the use of Non-Linguis c Representa on as an eff ec ve strategy for instruc on in diff erent content classrooms. Specifi cally, presenters will focus on how they have structured and implemented lessons to ensure the strategy contains the cri cal a ributes that research shows gives the greatest probability for success. They will also share how using the strategy challenged students to think at high cogni ve levels. By using examples from diff erent disciplines, presenters will help par cipants be er understand how to plan and implement the strategy as a vehicle to learning in their classroom. Audience: 7 - 12


Summarizing and Note Taking

in the Classroom

Lindsay Weaver and Jennifer Leary

This session will focus on the use of Summarizing and Note Taking as an eff ec ve strategy for instruc on in diff erent content classrooms. Specifi cally, presenters will focus on how they have structured and implemented lessons to ensure the strategy contains the cri cal a ributes that research shows gives the greatest probability for success. They will also share how using the strategy challenged students to think at high cogni ve levels. By using examples from diff erent disciplines, presenters will help par cipants be er understand how to plan and implement the strategy as a vehicle to learning in their classroom. Audience: 7 - 12



Similarities and Differences

in the Classroom

Bernade e McKinney, Michele Riddle, and Theresa Dollinger

This session will focus on the use of Similari es and Diff erences as an eff ec ve strategy for instruc on in diff erent content classrooms. Specifi cally, presenters will focus on how they have structured and implemented lessons to ensure the strategy contains the cri cal a ributes that research shows gives the greatest probability for success. They will also share how using the strategy challenged students to think at high cogni ve levels. By using examples from diff erent disciplines, presenters will help par cipants be er understand how to plan and implement the strategy as a vehicle to learning in their classroom. Audience: 7 - 12

Vertical Teaming - It’s a Process

Glen Miller and Suzanne Reiners

Glen and Suzanne will share how Lovejoy Elementary has used ver cal teams over the past 8 years. While the purpose has been consistent, the structures have changed. They will share what they have learned and how they are aligning curriculum, best prac ces, vocabulary, assessment, monitoring, and student interven ons across the grade levels. Audience: K - 4


Writing in an Online Socratic Forum

Kent Messer

How can we get our students to evaluate informa on and defend their thinking in an on-line learning environment? Learn how to use essen al ques ons and wri ng prompts to deepen student thinking and discussion through on-line learning. Audience: K - 12

Writing in Mathematics

Kelly Cowan and Amy Page

Teachers will explore the wri ng process within the math classroom. Technical wri ng prompts, crea ng rubrics, and eff ec ve modeling will connect major grade level targets to design understanding of core components. Par cipants are requested to bring any of the following curriculum materials: grade level TEKS, grade level topics, and unit tests. Audience: K - 12 Math

You Can’t Start the Next Chapter

of Your Teaching, If You Keep

Rereading the Last One

Debbie Meaders

You read the research. You agree with the concepts. Your head swims with ideas, but you can’t fi gure out how to maximize literacy development during your day. This session focuses on the inspira ons of Donalyn Miller and Steven Layne to help you promote and extend their ideas in your ELAR block. Topics include: •Scheduling (independent novels, class novel studies, and a daily read aloud) •Reader’s Workshop: It’s more than DEAR me •Conference forms, monitoring, goal se ng and self assessment •Trading a reading log for a genre graph •Igni ng a passion for reading with a few simple steps. Audience: 1 - 4


Learning @ Lovejoy 2015They are all our kids!

July 27 - August 7, 2015

www.learningatlovejoy.com


Stephanie Evergreen

Crystal clear reports, slides, and graphs are valuable – they save an audience’s mental energies, keep a reader engaged, and make you look smart. In this workshop, attendees will learn the science behind presenting data effectively and will leave with direct, pointed changes that can be immediately administered to significantly increase impact. The workshop will address principles of data visualization, report, and slideshow design that support legibility, comprehension, and retention of our data in the minds of our clients. Together we will focus on how to make visual sense of data and distribute it in a way that readers will discuss, remember, and love. This distribution includes dashboards, infographics, and simple interactive games. Grounded in visual processing theory, the principles will enhance attendees’ ability to communicate more effectively with peers, colleagues, and clients through a focus on the proper use of color, arrangement, graphics, and text.

Stephanie Evergreen’s research-based approach to evaluation and design make her a sought-after speaker and consultant for organizations ranging from small nonprofits, community foundations, and university departments to those national and international in scope like Verizon, United Nations, and Head Start. She holds a Ph.D. in interdisciplinary research, which included a dissertation on the extent of graphic design use in research communications. This interdisciplinary focus gives Stephanie the unique ability to specialize in data from a wide range of fields, from education to health care to policy to market research and beyond. Stephanie is a frequent international keynote speaker and leads more than 50 workshops every year. She is the co-host of Rad Presenters Podcast, and regularly blogs on data presentation. She is a guest blogger for the likes of Presentation Magazine, Beth Kanter, NTEN and aea365. Her book, Presenting Data Effectively: Communicating Your Findings for Maximum Impact, was published by Sage in Fall 2013. She is co-editor and co-author of two issues of New Directions for Evaluation on data visualization, Part 1 and Part 2. Within the American Evaluation Association, Stephanie founded a topical interest group on data visualization and reporting. She also led the first known initiative to change the culture of presentation within a professional association, the Potent Presentations Initiative.

Presenting Data Effectively

Monday, August 3, 20158:30 a.m. to 3:30 p.m.

Audience: Administrators


Jonathan Gerlach

On its surface, “STEM” is the acronym of science, technology, engineering, and mathematics. However, when you pull that first layer away, you reveal the most elaborate puzzle in the education world. There is a lot more to STEM than what we envision in education and without looking at the bigger picture, can we really hit the mark? Most educators know what STEM stands for, but how many really know what it means?

An Albert Einstein Distinguished Educator Fellow Emeritus and NASA Endeavor Fellow for STEM Education, Jonathan W. Gerlach is the National Consultant for STEM Education Initiatives at Discovery Education where he provides his expertise in STEM Education, curriculum development, professional development, coaching, and digital transition to school districts across the country. As an Albert Einstein Distinguished Educator Fellow, he worked on Capitol Hill in the U.S. Senate on education policy, primarily on STEM issues, in the office of Sen. Michael Bennet [CO]. As a former NASA Endeavor STEM Fellow he has collaborated with teachers around the country and professors at the Columbia Universities Teacher College in STEM Education. Jonathan began his STEM education work in Hillsborough County Public Schools as a district level science coordinator where he was named the Florida Association of Science Teachers Science Teacher of the Year, as well as the Florida Engineering Foundation STEM Educator of the Year.

Jonathan is thought of as a leader in STEM education and has authored many publications on the topic including “STEM: Defying a Simple Definition” and “Talking SMath” as well as “Elementary Design Challenges” in Science and Children. He also has authored sections and been cited in numerous resources, especially his work on elementary engineering education in Integrating Engineering and Science in Your Classroom from NSTA Press. As a presenter he has spoken at multiple national conferences for science education, educational research, STEM education as well as keynotes at numerous regional STEM events. His presentations have ranged from Engineering Education, The Importance of Elementary Science, Why STEM?, 21st Century Skills and STEM, STEM: Beyond the 4 Letters, as well as Federal Education Policy.

STEM: Beyond the 4 Letters


Audience: STEM


Ian Byrd

Developing Differentiated Math Lessons and Projects For All Students8:30 a.m. to 11:30 a.m.

Learn to plan lessons that work with students’ natural intuition rather than against it and build challenging

and motivating math projects that begin with authentic, intriguing data.

Ian Byrd taught gifted students in Garden Grove, California where he grew up as a gifted kid himself. On

his journey to become a teacher, he earned a degree in Computer Science, briefly played bass in an almost

successful rock band, and married a fashion designer. Ian writes about gifted education at Byrdseed.com

and creates videos at Byrdseed.TV.

*Developing Differentiated Math Lessons and Projects: Follow-Up Work Session 12:30 p.m. to 3:30 p.m.

During this work session, join colleagues to plan math lessons that work with your students’ natural intuition

by building challenging and motivating math projects. Please bring (or be able to access) your curriculum

during the workshop.

The afternoon session will be facilitated by: Mary Mullen, Director of Instruction and 5-8 Math Coordinator,

Lovejoy ISD and Rhonda Bernard, K-4 Math Coordinator, Lovejoy ISD.

Developing Differentiated Math Lessons and Projects for

All StudentsMonday, August 3, 2015

8:30 a.m. to 3:30 p.m.*Audience: 4-8 Math


Kelly Smith

Creating Calm from Chaos: This session will discuss the basics of behavior management. These basics will help defuse potential power struggles while teaching self-control. Participants will also learn more about creating and implementing behavior intervention plans. Handouts will be provided, discussion will be encouraged, and stories will be told. Learn how to put calm back into chaos.

Love and Logic:This session will go over the basics of Love and Logic. Love and Logic has been around since the 1970s and it is research-based, data-driven, and highly effective. This program works with all people of all ages and is definitely a life saver and a life changer. Participants will leave this session with several techniques that they will be able to immediately begin to use at home and at school. Preview: Learn how to take care of yourself, share control by giving choices, and let the consequence of the choice teach the lesson!

Kelly Smith is a licensed Psychological Associate. She received her master’s degree in clinical psychology in 1987. She has worked with dually diagnosed children and adults in a variety of settings including a state developmental center, group homes, and assisted living. She has worked with Mesquite ISD for the past 15 years as their Behavior Specialist. She regularly consults with teachers, counselors, administrators, and parents while creating individualized behavior intervention plans for implementation in the classroom and at home. Kelly is a firm believer in “Love and Logic” techniques and promotes this program across her district.

Creating Calm from Chaosand

Love and LogicMonday, August 3, 2015

8:30 a.m. to 3:30 p.m.Audience: K-12


Law-Related EducationLa

This free eight-hour ins tute is designed for Kindergarten to 2nd grade and is based on the premise that this age student needs to understand basic concepts such as the need for rules and laws, characteris cs of a good ci zen, and respect for authority. Teachers will receive resources that demonstrate these concepts as well as the symbols, customs, and celebra ons that represent America’s iden ty. The staff will u lize children’s literature and biographical informa on to help students learn about the notable historic fi gures iden fi ed in the K-2 TEKS.

Staff for this day will include:

Kathy Aldridge - Consultant Jerry Perry - Scholar Mel Hailey - Scholar Jim Calvi - Scholar

Kids Are Ci zens, Too!


Audience: K-2


Law-Related EducationLa

For the past twenty-fi ve years, Law Focused Educa on, Inc. and Law-Related Educa on, State Bar of Texas have been sponsored by the Ha on W. Sumners Founda on. Through their generous support, LRE focused on the development of quality curriculum and teacher training programs to help teachers inspire and engage their students in the pursuit of civic educa on and engagement.

• Ha on W. Sumners Ins tute on the Founding Documents—August 3 to August 7

This free ins tute is the core program of the Sumners Founda on for secondary teachers. The forty-hour ins tute covers topics such as the Declara on of Independence, the infl uence of ancient and European documents on the development of the U.S. Cons tu on, the American documents before the crea on of the U.S. Cons tu on, the Cons tu onal Conven on, the Federalist and An -Federalist debates, and a walk through the en re U.S. Cons tu on. Teachers par cipate in lecture/discussions with Cons tu onal scholars followed by grade appropriate breakout sessions with LRE consultants who share TEKS-aligned lessons designed to reinforce the concepts covered in the general sessions. Teachers leave with all materials on a fl ash drive, 40 hours of CPE credit, and 6 hours of GT credit, subject to local district approval.

Staff for this ins tute will include: Jan Miller-Director Jerry Perry-Scholar Mel Hailey-ScholarJim Calvi-Scholar Janie Worst-Consultant Pa ence LeBlanc-Consultant

Ha on W. Sumners 5 Day Ins tute

August 3-7, 20158:00 a.m. to 4:00 p.m.

Audience: 7-12


Law-Related Education

The Academy consists of four independent topic days allowing participants to select the one or more appropriate to their teaching assignment and interests. Participants must have completed the Hatton W. Sumners Institute on the Founding Documents to be eligible to attend the Academy. There is no charge for participation in the Academy.

August 3—Federalism and Constitutional Challenges: Analyzing the Changing Role of the State and Federal Governments from the Articles of Confederation to 1870This six-hour session will begin with an analysis of the meaning of federalism and the reason it was chosen by the founders for our system of government. Next, participants will explore the changing role of state and federal governments by analyzing key historical examples from American history identified in the 8th grade TEKS.

August 4—Federalism and Constitutional Challenges: Analyzing the Changing Role of the State and Federal Governments from the 1870s to Present DayThis six-hour session will begin with an analysis of the meaning of federalism and the reason it was chosen by the founders for our system of government. Next, participants will explore the changing role of state and federal governments by analyzing key historical examples from TEKS identified in 11th grade American history and 12th grade American government.

August 5—Analyzing American Political Divisions Beginning with the Federalist-Anti-Federalist Debate to the PresentThis six-hour session will begin with the political divisions that evolved into political parties with the debate over ratification of the Constitution up to the present. Additional topics will include analyzing third parties and interest groups by looking at the role they have played in our history. Targeted 8th, 11th American history, and 12th grade government TEKS will be addressed.

August 6—Oyez, Oyez: An Update of the 2013-2014 Term Supreme Court Cases and a Preview of the 2014-2015 Term CasesThis six-hour session will summarize the key Supreme Court cases from the previous term of the Supreme Court and end with a discussion of the current cases that will be decided this summer. All levels are welcome to attend.

Staff for this institute will include:Jan Miller-Director Jerry Perry-Scholar Mel Hailey-ScholarJim Calvi-Scholar Janie Worst-Consultant Patience LeBlanc-ConsultantElizabeth Delagarza-Consultant Kim Boen-Consultant

Hatton W. Sumners Academy

August 3-6, 20158:30 a.m. to 3:30 p.m.

Audience: 7-12

Creating With Google

Session Closed Due to Full Enrollment - Emma McDonaldPar cipants will dig deeper into the various tools and features of Google Docs, Sheets, and Drive. Audience: K - 12

Breakout SessionsFacilitated by Lovejoy Staff

August 3, 2015: 8:30 a.m. to 11:30 a.m.

Dive Deep Into Discovery

Grades K-6

Elizabeth Benno

Dive into Discovery Educa on! We’ll fi ll the gaps with helpful informa on on naviga ng, and uncover some resources that you never knew you had! From the TEKS search to the QuickList and all new My Content, this session will prepare you to springboard into deeper Discovery Educa on integra on in your classroom. Audience: K - 6

They are all our kids!


Get Your Games On!

Shawnea’ Jackson and Debbie RohlmeierWhat do you do when the students want to present their ideas using Minecra ? Par cipants will learn about the new na onal trend and research to include gaming methodology/design and prac ces in educa on. We will look at all kinds of games, both online and off -line to mo vate, diff eren ate, and enhance cri cal thinking skills all while holding students accountable. Audience: K - 12

Google Sites

Emma McDonaldPar cipants will learn the basics of how to create a website to communicate with students and parents at home using Google Sites. You will learn how to embed Google apps including calendar, docs, forms, and videos that will automa cally update on your website when they are changed in Google Drive. We will also discuss ways your Google Site can work for you as a communica on tool for parents to access resource links, assignment documents, and class news updates. Audience: K - 12


August 3, 2015: 12:30 p.m. to 3:30 p.m.

Dive Deep Into Discovery

Grades 7-12

Elizabeth BennoDive into Discovery Educa on! We’ll fi ll the gaps with helpful informa on on naviga ng, and uncover some resources that you never knew you had! From the TEKS search to the QuickList and all new My Content, this session will prepare you to springboard into deeper Discovery Educa on integra on in your classroom. Audience: 7 - 12

Coop’s Scoop Websites

Ray Cooper

Navigate the highways, byways, and back roads of the web to discover apps, websites, and other digital resources. Audience: K - 12


August 3, 2015: 8:30 a.m. to 3:30 p.m.




Debbie Whitt Jarzombek

Effective small group reading instruction involves accelerating reading progress through close, careful observation of students’ reading behaviors, and utilizing prescriptive strategy-based comprehension instruction. Skilled analysis of students’ reading behaviors, provides a window to students’ thinking and comprehension. Strategic reading instruction focuses on students reading increasingly challenging texts with accuracy, deep comprehension and fluency, not simply moving students through levels. Small group reading instruction that affords students the opportunity to practice comprehension strategy application with teacher guided support results in improved reading skill. Topics to be covered in this session include:

• Small group reading instruction for the developing reader• Utilization of targeted reading prompts to promote student thinking and text comprehension• Impact of oral language development on reading comprehension• Planning for guided reading based on students’ observable reading behaviors• Identifying reading behaviors to teach at various levels• Identifying an appropriate teaching focus in guided reading• Utilizing strategic actions for processing texts• Viewing videos of small group reading instruction to analyze teaching behaviors• How to teach the reader, not the text• Matching books to readers based on observable reading behaviors, not levels

Debbie Whitt Jarzombek’s administrative and teaching career in public schools spans thirty years and includes a variety of roles: curriculum director, literacy coordinator, principal supervisor, elementary principal, elementary assistant principal, Reading Recovery teacher, middle school reading teacher, elementary classroom teacher, ESL teacher, and college education department instructor. In addition to serving as a Texas Association for Supervision and Curriculum Development Board member, she also worked as a trainer for the Texas State Master Reading Teacher Program. During her 18 years in Frisco ISD Debbie served as the curriculum director, facilitated the district’s Aspiring Administrator Training Program, and was instrumental in establishing the district’s balanced literacy program as the district grew from 2 elementary campuses to 30 campuses during her tenure. Debbie currently works with numerous school districts conducting literacy focused professional development and in coaching classroom teachers and instructional leaders in the implementation of research based effective reading and writing practices.

Implementing Research-BasedSmall Group Reading Instruction

Tuesday, August 4, 20158:30 a.m. to 3:30 p.m.

Audience: K-6 ELAR


Ian Byrd

Differentiating Objectives for Gifted Learners8:30 a.m. to 11:30 a.m.

Learn to adjust expectations in thinking skills, depth of content, and type of product to make objectives

challenging for all students.

Ian Byrd taught gifted students in Garden Grove, California where he grew up as a gifted kid himself. On

his journey to become a teacher, he earned a degree in Computer Science, briefly played bass in an almost

successful rock band, and married a fashion designer. Ian writes about gifted education at Byrdseed.com

and creates videos at Byrdseed.TV.

*Putting It All Together: Differentiating Objectives for Gifted Learners 12:30 p.m. - 3:30 p.m.

Have you ever attended a professional development session and walked away with great ideas and no

time to implement them? Don’t let this opportunity pass you by. This is your chance to use it and not lose

it! Participants in this hands-on workshop will apply concepts from Ian Byrd’s session to their teaching

assignment. Please bring (or be able to access) your curriculum during the workshop.

The afternoon work session will be facilitated by: Brie Smith, Director of Advanced Academics, Lovejoy ISD

and Caroline Garcia, Elementary GT Coordinator, Lovejoy ISD.

**Lovejoy ISD participants - attending this full day session will satisfy the annual 6 hour GT update.

**External participants - it is recommended that you consult with your district to verify that this will meet

their criteria for a 6 hour GT update.

Differentiating Objectives for Gifted LearnersTuesday, August 4, 20158:30 a.m. to 3:30 p.m.*

Audience: K-12 GT**


Jim Knight

Jim Knight’s Instructional Coaching workshop will provide a definition of what instructional coaches do, distinguish between effective and ineffective coaching practices, and provide an overview of the current state of research on coaching. Specifically, the institute addresses the following questions:

• Whatisinstructionalcoachingandhowdoesitdifferfromotherformsofcoaching?• Whatcanacoachdotofostercommitmenttoothers?• Whatisthetheoreticalfoundationofinstructionalcoaching?• Whichcommunicationstrategiescanapersonusetobuildhealthyrelationshipswithotherprofessionals?• Whatarethevariousactivitiesinstructionalcoachesdo(enrollingteachers,pre-conferencing,observing

classes,modeling inandoutside theclassroom,anddebriefing),andwhatare theeffectiveways inwhichtheyshouldbeconducted?

• Whatdoesresearchsayabouteffectivecoachingpractices?• Howcancoachesbuildcoherenceanddisseminateideasacrossschools?• Whichleadershipskillsenablecoachestoleadreformeffortsintheirschool?

Jim Knight has spent more than two decades studying professional learning, effective teaching, and instructional coaching. He is a Research Associate at the University of Kansas Center for Research on Learning and the President of the Instructional Coaching Group. Jim has written or coauthored several books including InstructionalCoaching:APartnershipApproachtoImprovingInstruction, edited Coaching:ApproachesandPerspectives and coauthored CoachingClassroomManagement. His book UnmistakableImpact:APartnershipApproachtoDramaticallyImprovingInstruction was chosen as Corwin Press’s 2012 book of the year. Jim’s newest books are High-ImpactInstruction:AFrameworkforGreatTeaching and FocusonTeaching:UsingVideoforHigh-ImpactInstruction. Frequently asked to lead professional learning, Knight has presented and consulted in most states and nine other countries. He has a Ph.D. in Education from the University of Kansas and has won several university teaching, innovation, and service awards. Jim also and writes the Radical Learners blog.

Instructional CoachingTuesday, August 4, 2015

8:30 a.m. to 3:30 p.m.Audience: Administrators, Coordinators,

and Instructional Coaches


Julie Adkins

LAMP is an augmentative alternative communication (AAC) approach designed to give

individuals a method of independently and spontaneously expressing themselves through a speech

generating device. This course will cover the components of LAMP: readiness to learn, engaging the learner

through joint engagement, and learning language through a unique and consistent motor plan paired with

an auditory signal and a natural consequence. Discussion will include how this approach addresses the core

language deficits of autism, device features that are beneficial to teaching language, and how to use those

features to implement LAMP components. Videos and PRC’s language system and devices will be used to

illustrate the treatment components. However, LAMP principles may be applied to other products. Due to

the limited duration of this course, hands-on time with devices will be limited to breaks.

Julie Adkins is a Board Certified Behavior Analyst and a licensed Speech-Language Pathologist. She holds a

Bachelor’s of Science and Master’s degree in communicative disorders from Arkansas State University. Julie

completed her certification process for behavioral analysis through the Florida Institute of Technology and

received certification from the Behavior Analysis Certification Board in 2011. Julie is currently a consultant

working with the autism waiver for the state of Arkansas. She also consults privately through her business,

ABC (Applied Behavior Center) for Autism, and other related disorders, providing behavior and language

development services for children. Julie has been involved in working with children with autism spectrum

disorders implementing LAMP strategies for many years. She is very passionate about her work and the

children she serves. Julie has been fortunate to be in many different settings such as early intervention,

home, school, private school, and clinical. She had the opportunity to follow several children using AAC

long-term, allowing her to share the difficulties and triumphs along the way.

Language Acquisition Through Motor Planning (LAMP)


Audience: Special Education


Michelle Stimpson

Exceptional WritingIn this session, participants will analyze excerpts from published writings as well as “accomplished” student samples from state-released scoring guides in order to discover the qualities that distinguish writers in any arena. We will then translate those qualities into mini-lessons aligned to research-driven practices. Come to contribute and draw from the expertise of your colleagues and your facilitator as we learn to build outstanding writers.

Michelle Stimpson has been an educator for more than 20 years. Her work spans from teaching elementary to training adults and includes experience as an English Language Arts and Reading consultant at Region 10 Education Service Center. She holds a Master’s degree in curriculum and instruction from the University of Texas at Arlington. Additionally, Michelle is a bestselling multi-published novelist. She enjoys tying proven instructional practices to real-world experience.

Exceptional Writing

Tuesday, August 4, 20158:30 a.m. - 3:30 p.m.

Audience: 7-12


Todd Nesloney

Flipped/PBL Your ClassroomCome learn from one educator how he flipped his classroom and went 100% project based. Increased scores, higher engagement, bring back the fun! This session is an honest look at exactly what worked and what didn’t.

Web Tools & Google for NinjasCome learn about some of the best web tools out there to transform your use of technology from consuming to creating! And come find out what Google has to offer YOU! There’s so much that Google doesn’t advertise that is FREE and easy to use!

Todd Nesloney is the Principal/Lead Learner of Navasota Intermediate in Navasota, Texas. He formerly taught 4th and 5th grade for 7 years. He is the 2014 Bammay Award Recipient for Elementary Classroom Teacher of the Year, the TCEA Teacher of the Year for 2014, a White House Champion of Change, a National School Board Association “20 to Watch”, Center for Digital Education “Top 40 Innovators in Education”, SMART Exemplary Educator, Discovery Star Educator, Classroom Champions Teacher, Ron Clark Academy Slide Certified, part of the Remind Teacher Advisory Board, and a Flipped Classroom Certification Instructor for Sophia.org. Todd also is the co-founder of The 3 Tech Ninjas education technology training company, the author of children’s book Spruce & Lucy and the co-author of Flipping 2.0. He is also the co-host of the popular, top iTunes rated, education podcast series “EduAllStars”. In addition to his passion for working with kids and teaching, Todd travels around the country speaking and presenting at different conferences. You can learn more about Todd, by visiting his website www.toddnesloney.com or you can follow him on Twitter @TechNinjaTodd.

Flipped/PBL Your Classroom + Web Tools and Google for Ninjas

Tuesday, August 4, 20158:30 a.m. to 3:30 p.m.Audience: 5-12 Math


Bruce Ellis

Join us for an activity-filled day focusing on how technology (Chrome books, iPads, and student devices) can be maximized in secondary science classes. You will leave with new ideas and lessons to make your classroom even more engaging and giving students additional ways to demonstrate their learning.

Dr. Bruce Ellis is the Senior Director of Professional Development for TCEA, a nonprofit educational technology organization helping educators around the world to engage students using technology in innovative ways. Bruce assists teachers, librarians, administrators, and technology directors in gaining the skills necessary in the areas of integrating Google Apps for Education, iPads, project-based learning, flipping the classroom, 21st century skills, as well as other areas so they can effectively engage students in the classroom. Having been in the public education arena for more than 20 years, Bruce has taught elementary, secondary, and graduate level students. He has also been an instructional specialist and the Director of Instructional Technology for a large urban district. He has a masters in educational technology and an educational doctorate in curriculum, instruction, and assessment in secondary and higher education. He enjoys working with classroom teachers and gets excited when they have those ‘aha!’ moments of how to use technology to make a positive difference in the lives of students.

Using Technology To Go Deeper in Science


Audience: 5-12 Science


Brian Housand

Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave kids to their own devices, technology can serve to depersonalize their experiences. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal and meaningful for today’s gifted learners.

Brian Housand is an associate professor and co-coordinator of the Academically and Intellectually Gifted Program at East Carolina University. In 2014, he received the Max Ray Joyner Award for Outstanding Teaching in Distance Education at ECU. Dr. Housand earned a Ph.D. in Educational Psychology at the University of Connecticut’s Neag Center for Gifted Education and Talent Development with an emphasis in both gifted education and instructional technology. He currently serves on the NAGC Board of Directors as a Member-at-Large. Brian frequently presents and works as an educational consultant on the integration of technology and enrichment into the curriculum. He is currently researching ways in which technology can enhance the learning environment and is striving to define creative-productive giftedness in a digital age. His website is http://brianhousand.com or follow him on Twitter at @brianhousand.

* Lovejoy ISD participants - attending this full day session will satisfy the annual 6 hour GT update.*External participants - it is recommended that you consult with your district to verify that this will meet their criteria for a 6 hour GT update

Utilizing Technology to Personalize Learning for

Gifted KidsWednesday, August 5, 2015

8:30 a.m. to 3:30 p.m.Audience: K-12 GT*

http://brianhousand.com

http://brianhousand.com


Marilyn J. Monteiro

This session introduces teachers to a framework for understanding students with autism spectrum learning differences. Participants will learn to view the classroom from the perspective of students with autism spectrum differences. Communication, social, and sensory challenges across the age and range of the spectrum will be highlighted. Participants will use their understanding of autism spectrum differences to identify and apply effective supports to use in the school setting.

Marilyn J. Monteiro, Ph.D., is a licensed psychologist who has specialized in working with individuals on the autism spectrum, their families, and their teachers for over 30 years. She is a national speaker and trainer, and consults with the Lovejoy Independent School District, supporting teachers as they provide instruction and guidance for students who have autism spectrum learning differences.

The Autism Spectrum: Understanding and Supporting Students

Across Age and Ability Levels

Wednesday, August 5, 2015 8:30 a.m. to 3:30 p.m.

Audience: K - 12


Jan Chappuis

This workshop is designed to deepen participants’ understanding of how formative assessment can be

woven into daily teaching activities. Based on the content of the book Seven Strategies of Assessment

for Learning, the session introduces research-based, high-impact formative assessment practices and the

seven strategies framework that sequences these practices for optimal classroom implementation. Specific

topics include:

• Helping students develop a clear vision of the intended learning

• Providing descriptive feedback efficiently and effectively

• Teaching students to self-assess and set goals

• Planning instructional interventions

• Preparing students to track, reflect on, and share their learning progress

This session includes a copy of the latest edition of Jan’s book, Seven Strategies of Assessment for Learning.

Jan Chappuis has been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies, and world languages. For the past twenty years, she has written books and developed workshops focused on classroom assessment literacy. A respected expert and thought leader in the area of formative assessment, Jan has presented both nationally and internationally and is best known for her work in translating research into practical classroom applications. Jan is the author of Seven Strategies of Assessment for Learning and co-author of Classroom Assessment for Student Learning; An Introduction to Student-Involved Assessment FOR Learning; Creating and Recognizing Quality Rubrics; and Understanding School Assessment—A Parent and Community Guide to Helping Students Learn. Having worked with Rick Stiggins at the Assessment Training Institute in Portland, Oregon for the past 12 years, Jan is currently a writer and independent consultant specializing in classroom assessment practices that

support learning.

Two Day Institute:Assessment in Support

of LearningAugust 5 and August 6, 2015

8:30 a.m. to 3:30 p.m.Audience: K-12


Law-Related EducationL

This free two-day ins tute will allow 3rd to 5th grade elementary teachers to explore language arts and social studies curriculum that commemorates Celebrate Freedom Week. Valuable content will be presented by historical scholars and will be followed by a demonstra on of LRE strategies teaching the importance of the Declara on of Independence, U.S. Cons tu on, and the Bill of Rights. Materials will include hands-on ac vi es using children’s literature and biographical informa on to help teach students about notable historic fi gures featured in the TEKS standards for grades 3 to 5.

Staff for both days will include:

Kathy Aldridge - ConsultantJerry Perry - ScholarMel Hailey - ScholarJim Calvi - Scholar

Celebra ng Freedom: Elementary Style Two Day Ins tute

August 5 and 6, 20158:00 a.m. to 4:00 p.m.

Audience: 3-5

I Didn’t Know That!:

Exploring Digital

Tools to Support Curriculum Needs

Emma McDonaldPar cipants will explore in-depth the diff erent digital database tools available through Lovejoy ISD to support student learning and enrichment. We will move beyond the surface level usage to discover the hidden gems within each resource. Audience: K - 12


August 5, 2015: 8:30 a.m. to 11:30 a.m.



Get Your Google On!

Emma McDonaldPar cipants will learn the basics of Google Drive. Audience: K - 12


August 5, 2015: 12:30 p.m. to 3:30 p.m.





Be Groovy With iMovie

Ray Cooper

Explore the diff erent ways to get the most out of iMovie 10 in this hands-on introductory session. Audience: K - 12


August 5, 2015: 8:30 a.m. to 3:30 p.m.


Brice McCasland

With a focus on process leading to product, this session will explore numerous media and approaches that can be used in the elementary art room to build lessons that are rooted in technique and discovery. This session will work through media applications that will garner creative thinking and personal voice in students’ work while building off of the foundation of the elements of design. This STUDIO-based course will be HANDS-ON and all participants should dress appropriately. Teachers of all grade levels are welcome.

Brice McCasland is honored to lead Lovejoy ISD’s visual art program. As one of the founders of the AP Studio Art Program at Lovejoy, he has helped build a rich diversity of courses for students to take on at the high school level. His students have consistently been featured in local, state, and national visual art competitions and recognition programs from APS Young Masters at the DMA to National Silver Key winners from Scholastic Art and Writing to having a student featured on the AP Studio Art poster. His dedication and belief in the visual arts carries over to his professional career as a mixed media artist where he has been interviewed in Relevant magazine, been a featured artist at Cottonwood Art Festival, served as a featured artist on the website Foliolink.com, and continues to create works and participate in shows nationwide.

Process to Product: Studio-Based Problem Solving, Lesson Planning

and Media Exploration for the Elementary Art Studio

Thursday, August 6, 20158:30 a.m. to 3:30 p.m.

Audience: K-6 Art (Studio Course)

Not Your Ordinary Form

Debbie Rohlmeier

Google Forms are not just for quizzes and surveys. They can be used to fl ip lessons, organize tutoring, science labs, as a project tracker, as rubrics for feedback, or even to write lesson plans. With advanced features like branching and student collabora on on spreadsheets, life is simpler, but the thinking is greater. Audience: K - 12


August 6, 2015: 8:30 a.m. to 11:30 a.m.

Integrating MOOCs, iTunes U,

and Video Creations into

Effective Classroom Instruction

Pam Simmons-Brooks

What are MOOCs and how can teachers use them to enhance learning? How can iTunes U be U-seful? What are the best ways to create standards-aligned videos? Audience: 7 - 12


August 6, 2015: 12:30 p.m. to 3:30 p.m.

Go With the Flow

Grades K-4

Elizabeth Benno and Shawnea’ Jackson

What should you do with projects created on the iPad? Par cipants will learn about several great crea ve apps for their classroom and the work fl ow process that can be used to share and save the products effi ciently. Audience: K - 2


Page Keeley

The STEM areas of Science, Technology, Engineering, and Mathematics are closely interwoven and integrated in 21st century teaching and learning. This requires that we rethink K-8 formative assessment practices so that we may look across the disciplines and understand how students use core ideas and practices within this “metadiscipline.” This workshop will engage participants in a variety of integrated K-8 formative assessment tools and processes for gathering data about students’ thinking and making instructional decisions that will advance student learning in STEM.

Page Keeley is the primary author of the Uncovering Student Ideas in Science: Volumes 1-4 and the Formative Assessment- 75 Practical Strategies Linking Assessment, Instruction, and Learning series (the “FACTs books”). She began writing assessment probes back in the early 1990s after being inspired by reading the seminal article, Teaching for Conceptual Change- Confronting Children’s Experience by Bruce Watson and Dick Konicek, which resulted in developing the first probe used with her students, The Mitten Problem, which is a classic now published in Volume 1 of Uncovering Student Ideas in Science (Keeley et al. 2005). With over 250 assessment probes and 138 FACTs, she continues to develop and publish assessment probes and strategies for science and mathematics educators.

Page “retired” from the Maine Mathematics and Science Alliance (MMSA) where she had been the Senior Science Program Director since 1996. Today she works as an independent consultant, speaker, and author providing professional development to school districts and organizations in the areas of science, mathematics, and STEM diagnostic and formative assessment; setting learning targets and success indicators; designing instruction for conceptual change; linking formative assessment, inquiry, and engineering; and instructional coaching.

STEM Formative Assessment - Informing Instruction and

Improving Learning Across Science, Technology, Engineering and Math

Friday, August 7, 20158:30 a.m. to 3:30 p.m.

Audience: K-8


Gregory Duncan

World language learning in the 21st century must center around students acquiring language that they can use for meaningful purposes. That calls for classrooms that are informed by performance and proficiency and assessments that measure what students can do as opposed to what they know. Since performance assessments defy use of 100-point scales, rubrics hold the greatest promise for providing students with the feedback they need to advance their learning. This workshop will focus on the role proficiency plays in that equation, how rubrics can help assess performance, and how we can modify our grading and reporting practices to provide more helpful and more accurate information about growth in language performance.

After serving as a high school teacher of Spanish, a high school administrator and coordinator of foreign languages and international education for the Georgia Department of Education, Greg Duncan launched a career in 1993, as an independent consultant. His work includes professional development of teachers, curriculum and assessment design, program development and evaluation, and he serves the professional organization community as a frequent invited speaker at state, regional, national, and international language conferences. He has authored and collaborated in the authorship of numerous publications in the field of foreign language education, and he has led the development of Emmy Award-winning distance learning programming in Japanese and Spanish. He has been honored with numerous state, regional, and national awards in addition to being recognized by foreign governments for his work to further language education. Greg’s responsibilities take him throughout the United States and to numerous other countries in any given year. His academic studies were undertaken at la Universidad de Salamanca, la Universidad Complutense de Madrid, the University of Georgia, Georgia State University, and Kennesaw State University. He resides with his family in Atlanta, Georgia.

Rubrics, Proficiency, and Grades:Looking for Correlations

Friday, August 7, 20158:30 a.m. to 3:30 p.m.

Audience: LOTE


Kay Shurtleff

Simply defined, twice exceptionality (2e) is giftedness that co-occurs with at least one disability. Too often, twice-exceptional learners are misdiagnosed or misidentified. The National Association for Gifted Children (NAGC) has in its position statement the following: Estimates made through various sources, such as the U.S. Department of Education, suggest that there are approximately 360,000 twice-exceptional students in America’s schools, making the call for awareness and understanding about twice-exceptionality critical for educators nationwide (National Education Association, 2006). This workshop will provide participants information and resources for identifying and serving 2e learners.

Kay Shurtleff has worked with gifted learners for 25 years and maintains teaching certifications in Gifted and Talented Education, English Language Arts and Reading, Music, and ESL. She holds a M.A. and is currently pursuing a Ph.D. in Educational Psychology with a concentration in Gifted and Talented Education from the University of North Texas. She currently works as a Senior Consultant for GT/Advanced Academics, Fine Arts, and ELAR at the Region 10 Education Service Center.

*Lovejoy ISD participants: Attending this full day session will satisfy the annual 6 hour GT Update. *External participants: It is recommended that you consult with your district to verify that this will meet their criteria for a 6 hour GT update.

Hidden Gifts: Gifted Education for Twice Exceptional Students

Friday, August 7, 2015 8:30 a.m. to 3:30 p.m.

Audience: Administrators and Counselors*


Brice McCasland

As a continuation of the media exploration that began in session one, this course will focus on media applications and technical approaches that could be utilized in the secondary art studio and AP Studio Portfolio. This session will build off of the elements of art in an exploration of mark making, drawing surface, color relationships, and artistic “language”. This STUDIO-based course will be HANDS-ON and all participants should dress appropriately. Teachers of all grade levels are welcome (especially vertical teams).

Brice McCasland is honored to lead Lovejoy ISD’s visual art program. As one of the founders of the AP Studio Art Program at Lovejoy, he has helped build a rich diversity of courses for students to take on at the high school level. His students have consistently been featured in local, state, and national visual art competitions and recognition programs from APS Young Masters at the DMA to National Silver Key winners from Scholastic Art and Writing to having a student featured on the AP Studio Art poster. His dedication and belief in the visual arts carries over to his professional career as a mixed media artist where he has been interviewed in Relevant magazine, been a featured artist at Cottonwood Art Festival, served as a featured artist on the website Foliolink.com, and continues to create works and participate in shows nationwide.

Process to Product: Risk Taking and Visual Language in the

Secondary Art Studio Friday, August 7, 20158:30 a.m. to 3:30 p.m.

Audience: 6-12 Art (Studio Course)


Teri Lesesne

TARGET-ing Readers: Tools We Need to Create Lifelong Readers

This session will discuss important factors in motivating students to read. We will begin by discussing some critical attributes of the teacher and the classroom and then move on to strategies and activities we can include to help ensure all students develop an interest in, and perhaps even a love, of reading.

Mentor Texts: Using Picture Books with Older Readers

This session will explore the wealth that picture books can offer to older readers. They can serve as perfect short texts for literary analyses and can function as models for writing both fiction and nonfiction pieces. Books will be shared and some time for hands-on interacting with text will be a key component of the session.

Teri Lesesne (rhymes with insane) is a professor in the Department of Library Science at Sam Houston State University in Huntsville, TX, where she teaches courses in literature for children, tweens, and teens. Teri has written numerous articles for professional journals, reviews books for various publications, and is the author of three professional books: Making the Match: The Right Book for the Right Reader at the Right Time, Naked Reading: Uncovering What Tweens Need to Become Lifelong Readers, and Reading Ladders: Leading Students from Where They Are to Where We’d Like Them to Be. A former middle school ELAR teacher, Teri is an avid reader and maintains two blogs: www.ls5385.blog.blogspot.com and http://professornana.livejournal.com.

TARGET-ing Readers: Tools We Need to Create Lifelong Readers

andReaders and Mentor Texts:

Using Picture Books with Older Readers Friday, August 7, 20158:30 a.m. to 3:30 p.m.Audience: 7-12 ELAR

Making Learning Visible

with Hapara

Donna Lusby

Par cipants will experience the step-by-step process of sharing, copying, and pushing Google templates to students through Hapara. Learn how to observe the progress of learning in the teacher dashboard. Audience: 5 - 12


August 7, 2015: 8:30 a.m. to 11:30 a.m.

Integrating Children’s

Literature and Technology

Kris n Dawson and Cyndy Bice

Take books to the next level by integra ng children’s literature with technology. Learn about apps that will allow your students to create their own books, respond to literature, retell a story, sequence events, and more! Audience: K - 6

Google Sheets and Forms

Ray CooperIn this hands-on session, you will have the opportunity to explore the world of Google Sheets and Forms, as well as sharing your tried and true classroom Sheets and Forms uses. Audience: K - 12

“But I Turned That In!”:

Using Hapara to go Paperless

Donna Lusby

Hapara Teacher Dashboard isn’t just for sharing and pushing documents to students. Discover what your students (and you) can do to document learning and reduce the amount of paperwork in your classroom. Par cipants will experience the benefi ts of how teachers can view digital assignments and por olios using Hapara Teacher Dashboard. Audience: 5 - 12


August 7, 2015: 12:30 p.m. to 3:30 p.m.



Learning @ Lovejoy 2015

Documents

Transcript of Learning @ Lovejoy 2015